@article{digilib51920,
          volume = {15},
          number = {1},
           month = {January},
          author = {- Winarti and - Santi Eka Ambaryani and - Himawan Putranta},
           title = {Improving Learners? Metacognitive Skills with Self-Regulated Learning based Problem-Solving},
         journal = {International Journal of Instruction},
           pages = {139--154},
            year = {2022},
        keywords = {cognitive activities, metacognition skill, problem-solving, self-regulated learning, simple harmonic motion},
             url = {https://digilib.uin-suka.ac.id/id/eprint/51920/},
        abstract = {Self-Regulated Learning (SRL) is important to solve learning problems. This research aimed to determine the effect of the problem-solving based Self-Regulated Learning (SRL) strategy on simple harmonic motion material toward the metacognitive abilities of student?s senior high school. This research applied a quasi-experimental method with a pre-test and post-test control group design. This research was conducted at Senior high school (SMAN 5 Yogyakarta) with student (n=216). This research used a quasi-experimental method with pre-test-post-test control group design. Sampling was carried out by purposive sampling technique. The instrument used was a test in the form of an essay question sheet and a non-test in the form of a self-regulation journal and student observation sheets. Based on the results of the research, the results of the post-test data hypothesis test for the experimental class and the control class obtained that the calculated Z value was greater than the Z table value (-3.677{\ensuremath{>}}-1.96) and the significance value (2-tailed) was 0.001 or less than 0.05. Therefore, the problem-solving based Self-Regulated Learning strategy affected the metacognitive ability of students. Metacognition ability was known on each self-regulation indicator as evidenced by the description of students' answers. It could be found from the N-gain average score, 0.5904, categorized as ?moderate?. The learners? metacognitive skills were found on each indicator of self-regulation, proven with the descriptions of learners? answers. This learning strategy could be applied as a solution to reflect the learning and learners? cognitive activities in solving physics problems.}
}